Outside class learning
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This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Outside class learning
- 1. Presentation on Outside class learning: an exploration Md. Arman & Md. Jahirul Islam
- 2. Learning outside the class in group
- 3. Introduction • Objectives: This research will find out… 1. The nature of OCL among university students 2. The effectiveness of OCL 3. The challenges of OCL
- 4. Research Questions 1. What are the challenges students face in OCL? 2. What is the impact of OCL in students’ academic study?
- 5. What is outside class learning? • Learning outside class can be defined as taking place within an institutional context, relating to students’ academic endeavors, and contributing to students’ learning outcome.
- 6. • OCL includes intangible elements such as the culture of a campus or faculty and the hidden curriculum evident in the values of an institution. Kerri-Lee Krause: 2007
- 7. • At the same time, learners also have fun and get some mental refreshment in the fresh air Manifesto for Education: Outside the Classroom. MEOC: 2006
- 8. Why outside class learning? • Help learners to make subjects –More vivid –Interesting –Enhance their understanding
- 10. • Outside class learning, in some cases, refers to learner autonomy.
- 11. • Learner autonomy is the ability to take charge of one’s learning (Benson & Voller: 1997).
- 12. • Autonomy is a capacity for detachment, critical reflection, decision making and independent action.
- 13. • It presupposes that the learners will develop a particular kind of psychological relation to the process and content of their learning. Little: 1991
- 14. • Autonomy is primarily concerned with learning rather than teaching, as its development is viewed to be a cooperative learning process that can be guided by teacher.
- 15. Research Methodology Sample: • 20 students of MA (Applied Linguistics and ELT) from the Department of English, University of Dhaka (DU) • Both male & female students were selected for the purpose
- 16. Data collection Questionnaire includes… 1. Four open ended questions to find out qualitative data 2. Four close ended questions to find out quantities data
- 17. Some strategies were taken for collecting the questionnaire… • There were a set of pre-prepared guiding questions. • The researchers were totally neutral during the participants’ answering questions. • The participants were given total freedom.
- 18. Data analysis Data was analyzed statistically and descriptively The responses of the participants were calculated into percentage manually
- 19. It is more comfortable to study outside class Strongly agree 20% Agree 45% More or less agree 30% Disagree 5%
- 20. Do you think learning outside class is helpful? Agree 80% Confused 20%
- 21. How many hours do you study outside class? 70% 15% 5% 10% 1 to 3 3 to 5 5 to 8 8+
- 22. Do you study in a group or with a partner? Often 30% Sometimes 45% Seldom 20% Never 5%
- 23. From open ended questions the researchers got the opinion of participants why it is helpful
- 24. • Learners can learn in their own way • Learners feel more relaxed • They can learn whenever they want • There is no one to interrupt them
- 25. • Use whatever materials they want to • Get help from friends and family members or others • Want to learn and take care of their family at the same time • No psychological pressure
- 26. Nature of outside class learning • Group learning • Library working • Reading in computer/laptop with internet access
- 27. • Discussing with friends • Reading notes • Studying lonely in a calm atmosphere
- 28. Why outside class learning • For their examination and tutorial • Because they like it • A better option to learn more • Some people do not even know why they learn outside the class
- 29. Challenges 1. No structural way of learning 2. Informal learning environment
- 30. • Lack of motivation because –Lack of guidance –More interruption –Ambiguous objective
- 31. A participant said, “Since it is self motivated learning process, sometimes I cannot continue learning because there are many other things to divert my concentration’’.
- 32. So participants emphasized on… • Concentration • Individuality • Calm & cool atmosphere
- 33. Conclusion Education is not something to keep in a box, even when the box is of Classroom shaped. The Education and Skills Select Committee in 2005 found that ‘outside class learning can benefit learners of all ages and can be successful in a variety of settings.
- 34. It allows learners to… 1. become risk aware but not risk averse of learning 2. undertake meaningful exercise as a means of staying healthy and learning more about the topics 3. have fun and enjoyment and achieve negotiated goals
- 35. 4. have opportunity to work with others and share their knowledge and contribute as active learners in a vast array of activities 5. develop skills and self-confidence that can be applied later in their formal learning
- 36. Reference 1. Kerri-Lee Krause (2007), Beyond Classroom Wall: Students Outside Class Peer Experience and Implications for Teaching and Learning. 2. Benson, P.(1997), The philosophy and politics of learner autonomy. 3. Benson & Voller (1997), autonomy and independence in language learning.
- 37. 4. Council of Europe, 2001,p.106. 5. Manifesto for Education: Outside the Classroom, USA (2006). 6. Terenzini, P. & Reason, R(2005), Parsing The First Year of College: A conceptual framework of rethinking college Impacts, Philadelphia, PA.